RELATIONSHIP OF PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE WITH PEDAGOGICAL DESIGN CAPACITY IN HIGHER EDUCATION OF PAKISTAN

http://dx.doi.org/10.31703/grr.2019(IV-IV).10      10.31703/grr.2019(IV-IV).10      Published : Dec 2019
Authored by : SaminaRafique , ShamsaAziz

10 Pages : 85-94

References

  • Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Handbook of researchon science education(pp.1105-1151). New Jersey: Lawrence Erlbaum-um Associates
  • Abuseji, F. A. (2007). Student and teacher-related variables as determinants of secondary school students' academic achievement in chemistry. Journal Pendidikan, 32, 3-18
  • Alexander, R.J. (2003) Talk for Learning: the first year, Northallerton: North Yorkshire County Council
  • Ball, D.L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice(pp. 3-32). San Francisco: Jossey-Bass.
  • Ball, D.L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice(pp. 3-32). San Francisco: Jossey-Bass
  • Brown, M. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. Herbel-Eisenmann, & G. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction(pp. 17-36). New York: Routledge.
  • Brown, M., & Edelson, D. (2003).Teaching as design:can we better understand the ways in which teachers use materials so we can better design materials to support their changes in practice? Chicago: Northwestern University.
  • Chick, H.L., Pham, T. & Baker, M.K. (2006). Probing teachers' pedagogical content knowledge: lessons from the case of the subtraction algorithm. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds). Identities, Cultures and learning spaces (Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australia), (pp. 139-146). Sydney: Merga
  • Chou, Y. C. (2008). Exploring the reflection of teachers' beliefs about reading theories and strategies on their classroom practices. Feng Chia Journal of Humanities and Social Sciences, 16, 183-216
  • Clark, J.C., & Walsh, J. (2002). Elements of a model of effective teachers. Paper presented at AARE Conference, Brisbane, 1-5 December
  • Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272
  • Cockburn, A.D. (2008). How can research be used to inform and improve mathematics teaching practice? Journal of Mathematics Teacher Education, 11, 343-347
  • Davis, E. A., Beyer, C., Forbes, C. T., & Stevens, S. (2007). Promoting pedagogical design capacity through teachers' narratives. Paper presented at the National Association for Research in Science Teaching, New Orleans.
  • De Jong, O., van Driel, J., & Verloop, N. (2005). Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching, 42, 947-964
  • Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), PCK and science education (pp. 3-17). Dordrecht, the Netherlands: Kluwer Academic.
  • Iyewarun, S. A. (1989). The Teaching of social studies. Ilorin: Owoye Press & Book Industries (Nig) Ltd
  • Land, T. J. (2011). Pedagogical design capacity for teaching elementary mathematics: A cross-case analysis of four teachers. Retrieved from http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=3062&context=etd
  • Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 30(10), 1301-1320
  • Madeira, M. C. (2010). The Development of Pedagogical Content Knowledge in Science Teachers: New Opportunities through Technology-Mediated Reflection and Peer-Exchange (Doctoral Dissertation). University of Toronto
  • Masters, G. (2010).Teaching and Learning School Improvement Framework. Australian Council for Educational Research (ACER)
  • McKenzie, P. J. (2003). A model of information practices in accounts of everyday‐life information seeking.Journal of Documentation, 59(1), 19-40
  • Mishra, P., & Koehler, M. J. (2006).Technological Pedagogical Content Knowledge: A new framework for teacher knowledge.Teachers College Record108(6), 1017-1054.
  • NkuuheJ. (1995). Instructional Media. In: Matiru, Anna & Ruth (ed.). Teach Your Best: A Handbook for University Lecturers(pp. 223-260). German Foundation for International Development
  • Opasola, A. J. (2009). Influence of school variables on junior secondary school students' performance in social studies in Afijio, Oyo State, Nigeria(Unpublished M. Ed. Thesis). University of Ilorin, Ilorin.
  • Pea, R. D. (1993). Practices of distributed intelligences and design for education. In G. Solomon (Ed.), Distributed cognitions: Psychological and educational considerations(pp. 47-87). Cambridge, UK: Cambridge University Press.
  • Prosser, M. & Trigwell, K. (1999). Understanding learning and teaching: The experiencein higher education. Buckingham: SRHE and Open University Press
  • Raheem, M. J. (2010). Relationship between teachers' characteristics and senior secondary school economics students' performance in Ilorin, Nigeria(Unpublished B. Sc. (Ed) Research Project). University of Ilorin, Ilorin
  • Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75, 211-246
  • Richards, J. C. (1996). Teachers' maxims in language teaching. TESOL Quarterly, 30(2), 281-296. http://dx.doi.org/10.2307/3588144
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4-14.
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4-14.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  • Sibuyi,C. D. (2012). Effective Teachers' Pedagogical Content Knowledge in Teaching Quadratic Functions in Mathematics(Master's Thesis). University Of Pretoria
  • Singh, R. P. & Rana, G. (2004). Teaching Strategies. New Dehli: APH PublishingCorporation
  • Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4, 99-110
  • Van Driel, J. H., de Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86, 572-590
  • Van Driel, J. H., de Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86, 572-590.
  • Westwood, P. (2004). Effective teaching to reduce educational failure (PhD Dissertation). University of Hong-Kong

References

  • Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Handbook of researchon science education(pp.1105-1151). New Jersey: Lawrence Erlbaum-um Associates
  • Abuseji, F. A. (2007). Student and teacher-related variables as determinants of secondary school students' academic achievement in chemistry. Journal Pendidikan, 32, 3-18
  • Alexander, R.J. (2003) Talk for Learning: the first year, Northallerton: North Yorkshire County Council
  • Ball, D.L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice(pp. 3-32). San Francisco: Jossey-Bass.
  • Ball, D.L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice(pp. 3-32). San Francisco: Jossey-Bass
  • Brown, M. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. Herbel-Eisenmann, & G. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction(pp. 17-36). New York: Routledge.
  • Brown, M., & Edelson, D. (2003).Teaching as design:can we better understand the ways in which teachers use materials so we can better design materials to support their changes in practice? Chicago: Northwestern University.
  • Chick, H.L., Pham, T. & Baker, M.K. (2006). Probing teachers' pedagogical content knowledge: lessons from the case of the subtraction algorithm. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds). Identities, Cultures and learning spaces (Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australia), (pp. 139-146). Sydney: Merga
  • Chou, Y. C. (2008). Exploring the reflection of teachers' beliefs about reading theories and strategies on their classroom practices. Feng Chia Journal of Humanities and Social Sciences, 16, 183-216
  • Clark, J.C., & Walsh, J. (2002). Elements of a model of effective teachers. Paper presented at AARE Conference, Brisbane, 1-5 December
  • Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272
  • Cockburn, A.D. (2008). How can research be used to inform and improve mathematics teaching practice? Journal of Mathematics Teacher Education, 11, 343-347
  • Davis, E. A., Beyer, C., Forbes, C. T., & Stevens, S. (2007). Promoting pedagogical design capacity through teachers' narratives. Paper presented at the National Association for Research in Science Teaching, New Orleans.
  • De Jong, O., van Driel, J., & Verloop, N. (2005). Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching, 42, 947-964
  • Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), PCK and science education (pp. 3-17). Dordrecht, the Netherlands: Kluwer Academic.
  • Iyewarun, S. A. (1989). The Teaching of social studies. Ilorin: Owoye Press & Book Industries (Nig) Ltd
  • Land, T. J. (2011). Pedagogical design capacity for teaching elementary mathematics: A cross-case analysis of four teachers. Retrieved from http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=3062&context=etd
  • Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 30(10), 1301-1320
  • Madeira, M. C. (2010). The Development of Pedagogical Content Knowledge in Science Teachers: New Opportunities through Technology-Mediated Reflection and Peer-Exchange (Doctoral Dissertation). University of Toronto
  • Masters, G. (2010).Teaching and Learning School Improvement Framework. Australian Council for Educational Research (ACER)
  • McKenzie, P. J. (2003). A model of information practices in accounts of everyday‐life information seeking.Journal of Documentation, 59(1), 19-40
  • Mishra, P., & Koehler, M. J. (2006).Technological Pedagogical Content Knowledge: A new framework for teacher knowledge.Teachers College Record108(6), 1017-1054.
  • NkuuheJ. (1995). Instructional Media. In: Matiru, Anna & Ruth (ed.). Teach Your Best: A Handbook for University Lecturers(pp. 223-260). German Foundation for International Development
  • Opasola, A. J. (2009). Influence of school variables on junior secondary school students' performance in social studies in Afijio, Oyo State, Nigeria(Unpublished M. Ed. Thesis). University of Ilorin, Ilorin.
  • Pea, R. D. (1993). Practices of distributed intelligences and design for education. In G. Solomon (Ed.), Distributed cognitions: Psychological and educational considerations(pp. 47-87). Cambridge, UK: Cambridge University Press.
  • Prosser, M. & Trigwell, K. (1999). Understanding learning and teaching: The experiencein higher education. Buckingham: SRHE and Open University Press
  • Raheem, M. J. (2010). Relationship between teachers' characteristics and senior secondary school economics students' performance in Ilorin, Nigeria(Unpublished B. Sc. (Ed) Research Project). University of Ilorin, Ilorin
  • Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75, 211-246
  • Richards, J. C. (1996). Teachers' maxims in language teaching. TESOL Quarterly, 30(2), 281-296. http://dx.doi.org/10.2307/3588144
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4-14.
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4-14.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  • Sibuyi,C. D. (2012). Effective Teachers' Pedagogical Content Knowledge in Teaching Quadratic Functions in Mathematics(Master's Thesis). University Of Pretoria
  • Singh, R. P. & Rana, G. (2004). Teaching Strategies. New Dehli: APH PublishingCorporation
  • Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4, 99-110
  • Van Driel, J. H., de Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86, 572-590
  • Van Driel, J. H., de Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86, 572-590.
  • Westwood, P. (2004). Effective teaching to reduce educational failure (PhD Dissertation). University of Hong-Kong

Cite this article

APA

    APA : Rafique, S., & Aziz, S. (2019). Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan. Global Regional Review, IV(IV), 85-94. https://doi.org/10.31703/grr.2019(IV-IV).10

CHICAGO

    CHICAGO : Rafique, Samina, and Shamsa Aziz. 2019. "Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan." Global Regional Review, IV (IV): 85-94 doi: 10.31703/grr.2019(IV-IV).10

HARVARD

    HARVARD : RAFIQUE, S. & AZIZ, S. 2019. Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan. Global Regional Review, IV, 85-94.

MHRA

    MHRA : Rafique, Samina, and Shamsa Aziz. 2019. "Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan." Global Regional Review, IV: 85-94

MLA

    MLA : Rafique, Samina, and Shamsa Aziz. "Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan." Global Regional Review, IV.IV (2019): 85-94 Print.

OXFORD

    OXFORD : Rafique, Samina and Aziz, Shamsa (2019), "Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan", Global Regional Review, IV (IV), 85-94

TURABIAN

    TURABIAN : Rafique, Samina, and Shamsa Aziz. "Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan." Global Regional Review IV, no. IV (2019): 85-94. https://doi.org/10.31703/grr.2019(IV-IV).10